Dialogue as a way of being of aesthetic experience and training in Hans-Georg Gadamer

Abstract

In a context of paradigmatic crisis, where not only the idea of truth and the educational ideals are going through a crisis, reason itself, conceived in classical rationalismas self-sufficient, is invited to listen to the other, and in this situation aesthetic experience, previously relegated to the background, emerges as this possibility of listening. Thus, in a world characterized by numerous challenges, among them the challenge of diversity, of instrumentalization of the life world by technical/instrumental rationality, experience takes on both the connotation of experiment generating the idea of total control in the educational processes and the connotation of experience generating the idea of pure ephemerality, it is worth exploring the understanding of aesthetic experience in Gadamer and its way of being. This philosopher, with a deep sense of the limits of scientific experience, regarding the limits of experience and the meaning of aesthetic experience in this context, addresses aesthetic experience starting from the ontological dimension of the artwork. He demonstrates that the experience of art, along side philosophical experience, constitutes an alternative capable of tackling the excesses of instrumental reason, the impoverishment of experience. So he conceives aesthetic experience, within the critique of aesthetic distinction, as a dialogue, whose structure implies the asking and answering game in which each one is called upon. This article presents dialogue as a way of being of aesthetic experience and of education as self-formation.

Key words: Gadamer, aesthetic experience, dialogue and education.